Descriptive inquiry: care of the principal self

Ethics and Education 14 (3):298-315 (2019)
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Abstract

ABSTRACTThis paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical self-cultivation. I then argue that a practice, Descriptive Inquiry, serves as a way for principals to care for themselves. To make this argument, I draw on a qualitative study of four long-term elementary school principals.

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